The article is devoted to the problem of a spiritually oriented dialogue as a basis of psychological assistance to the children with a general speech disorder. A hypothesis about that a dialogue deficiency hampers the conversational and emotional progress was examined. For the preschool age children with both a general speech disorder and with a normative speech capability it was offered an analysis of such characteristics of emotional sphere as anxiety disorder, neurosis, interpersonal attitudes and others. It was emphasized the significance of emotional sphere and interpersonal attitudes for origin of speech deficiency as well as its overcoming for the children in preschool age. At working process with the method of spiritually oriented dialogue a positive dynamics of characteristics of emotional sphere of the children with a general speech disorder as well as appreciable rise of neurosis in the absence thereof other characteristics of emotional sphere (anxiety disorder, emotional background, family well-being emotional experience) during the practice of correction treatment were revealed. The fi ndings permit to define more exactly psychological conditions of development of speech and emotional sphere of the preschool age children with a general speech defi ciency and witness to that a spiritually oriented dialogue with a child, being aimed to restoration of disturbed emotional-personal relations with an other person, is an eff ective working method and an effective measure to overcoming of speech deficiency. The results of the research reveal a new outlook for realization of the speech development nature and for solution of one of the basic questions about a role of heredity from one hand and social treatment on the other hand as well as the ratio of these factors for development of a verbal ability.

speech development, emotional development, speech disorders, children with General speech underdevelopment, emotional-personal communication, spiritually-oriented dialogue, a dialogical approach, the practice of corrective work, interpersonal dialogue.

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One of the most important tasks of present-day religious studies is developing a united and detailed systematisation of new religious movements. With the aim of fi nding out what place the Transcendental Meditation movement could occupy in it, this article considers various characteristics of the theory, practice and social peculiarities of this movement, off ered by researchers of new religious movements and representatives of the organisation itself. This paper also reveals problems of typology, the main of which is that diff erent opinions about the relationship of ideas of Hinduism with the elements of modern science in the teachings of Maharishi Mahesh Yogi are designated in scientifi c and educational literature by diff erent terms, which, moreover, are ambiguous. In the conclusion of the article, variants of the stratifi ed typology are off ered, revealing a complete picture of the origin and transformation of the theories and practices of the Transcendental Meditation movement. The fi rst variant is aimed at inclusion in the unifi ed classifi cation of religions, which is supposed to be extended according to the principle applied by other scientifi c systems that take into account several levels of generalisation. The second variant can be employed in cataloguing new religious movements.

Transcendental Meditation, TM movement, Maharishi Mahesh Yogi, NRM classifi cation, Hinduism, Neo-Hinduism, neo-orientalism

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Tikhonova Victoria
Student status: Graduate student;
Place of study: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow 127051, Russian Federation;
ORCID: 0000-0003-2341-2641;
Email: vic.tihonova@yandex.ru.

This article presents results of an analysis of the religious identifi cation of Russians practising transcendental meditation and united on this basis in a broad community that can serve as an example of a new type of multireligious movement, since the religiosity of its participants is diverse. The article discusses the grouping of the sample of representatives of the movement into seven groups, namely “Orthodox Christians who are regular church-goers”, “those calling themselves Orthodox”, “supporters of religious and occult syncretism”, “believers with no religion”, “those regading themselves as Muslims, Judaists, Buddhists”, “adherents of Sanathan Dharma”, “defenders of the purity of Maharishi’s doctrine”. The self-identifi cation of the respondents is studied in the perspective of the models of religious identity proposed by I. Sokolovskaya, J. Bell, T. Pronina. The study has identifi ed the predominance of immature religious identity in the majority of interviewees (“premature”, as formulated by J. Bell), which in T. Pronina’s classifi cation is corresponded by the “civil-religious” and “spiritually-oriented” types. These indicators can change in each individual in course of time. Many of those meditating go deeper into the Orthodox faith and leave the movement. Those who follow the steps of hierarchy in Maharishi’s organisation are most often “believers with no religion”.

transcendental meditation, religious identity, Maharishi’s movement, new religious movements, new religiosity, religious syncretism, spiritual practice

1. Davie G. (1990) “Believing without Belonging. Is this the Future of Religion in Britain? Social Compass, 37 (4), pp. 455–469.
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3. Makharishi Makhesh Iogi (2000). Nauka Bytiia i iskusstvo zhitiia [The Science of Being and the Art of Living]. Moscow (Russian translation).
4. Orme-Johnson D. Truth about TM. Available at http://www.truthabouttm.org/truth/Individual-Effects/IsTMaCult/index.cfm
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6. Smith A. (1983) TM: an Aid to Christian Growth. Cambridge.

Tikhonova Victoria
Student status: Graduate student;
Place of study: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow 127051, Russian Federation;
ORCID: 0000-0003-2341-2641;
Email: vic.tihonova@yandex.ru.

I express my gratitude to K. M. Antonov, K. A. Kolkunova, T. A. Folieva.

The article is devoted to the problem of professional and personal development of future teachers. Modern society needs highly educated specialists who are ready for the challenges of the time. The teacher must possess not only subject competencies, but also high adaptability to updates, susceptibility to pedagogical innovations, dynamism, flexibility, mobility, digital literacy. Actual requirements for a teacher against the backdrop of rapid changes in society determine the content of his professional training, which is undergoing transformations at different levels. Attention is focused on the method of projects as a resource for the development of professional and personal characteristics of a specialist, ensuring his demand in the labor market. The project method is understood as a joint search-cognitive, creative, productive activity of a teacher and students, aimed at finding a solution to a problem that has arisen and culminating in a practical result. The experience of the successfully implemented information and creative project "Is it good to be able to read?", which became the winner of the International Festival "Children of the Rainbow: Socialization and Development of Communication Skills", 2021. More than 200 people took part in the project. Among them are students of the PSTGU pedagogical direction, children with disabilities and their parents. The work on the project included the stages of forecasting, modeling, design, actual design, testing and reflection. The final product of the project was an interactive digital content developed by students on the Microsoft Sway platform. The article analyzes the didactic, developing, diagnostic, educational possibilities of the project method. The importance of project activities for the development of professional competence of a teacher is shown. The results of a survey of students about the advantages and difficulties of project activities at the university are presented. The results of the analysis of the successful experience of project activities show its potential in the development of a future teacher with a conscious pedagogical position and readiness for active and creative activity. A conclusion is formulated about the resource of the project method, which contributes to building a constructive path for the development of a person in the profession.

project method, project activity, professional and personal development, professional training, creative project, resource, pedagogical students.

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9. Slobodchikov Victor. (2007) “Methodology and expertise of innovative educational projects” in Expertise of educational projects: materials ofthe International Scientific and Practical Conference. Minsk, 2007, pp. 28–41(in Russian).

Tikhonova Elena
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Place of work: St. Tikhon’s Orthodox University for the Humanities; Moscow, Russia;
Email: et33@mail.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.